Borko, Hilda, and Vikey Mayfield. (1995) The Roles of the Cooperating Teacher and University Supervisor in Learning to Teach. Teaching and Teacher Education, 11, 501-518.
Review: This article covered the various view points of each of the people involved in a student teachers classroom experience; the students themselves, the cooperating teacher, and the university supervisor. The cooperating teachers went into it with two view points, 1) to sit back and let student teachers learn what is right for them or 2) discus tactics and involve themselves in the student teachers learning process. The university supervisors seemed to have difficulties with not having enough time to observe and really get to know how the student teachers taught and or even to provide feedback on what they did see. The student teachers themselves all felt that actually teaching classes is what really prepared them for future jobs and that the most help was gained from the cooperating teachers who played an active role in their learning process within the classroom.
Reaction: This article is giving me insight into how to approach my cooperating teachers as they can be the most influential and helpful in my own student teaching experience. I am now able to plan ahead to develop a good relationship of observation and feedback discussion now before I am the one who will be doing all of the teaching. I can also encourage my cooperating teacher to provide feedback on how she views my participation in her classroom now, and on the lessons and units I am preparing. By discussing the concepts behind the lessons now I may be able to go over potential issues that may arise, and fix or be prepared to handle them when I actually student teach. This will also give me a base to work from in after teaching discussions with my cooperating teacher.
Borko, Hilda, and Vikey Mayfield. (1995) The Roles of the Cooperating Teacher and University Supervisor in Learning to Teach. Teaching and Teacher Education, 11, 501-518.
Review: This article covered the various view points of each of the people involved in a student teachers classroom experience; the students themselves, the cooperating teacher, and the university supervisor. The cooperating teachers went into it with two view points, 1) to sit back and let student teachers learn what is right for them or 2) discus tactics and involve themselves in the student teachers learning process. The university supervisors seemed to have difficulties with not having enough time to observe and really get to know how the student teachers taught and or even to provide feedback on what they did see. The student teachers themselves all felt that actually teaching classes is what really prepared them for future jobs and that the most help was gained from the cooperating teachers who played an active role in their learning process within the classroom.
Reaction: This article is giving me insight into how to approach my cooperating teachers as they can be the most influential and helpful in my own student teaching experience. I am now able to plan ahead to develop a good relationship of observation and feedback discussion now before I am the one who will be doing all of the teaching. I can also encourage my cooperating teacher to provide feedback on how she views my participation in her classroom now, and on the lessons and units I am preparing. By discussing the concepts behind the lessons now I may be able to go over potential issues that may arise, and fix or be prepared to handle them when I actually student teach. This will also give me a base to work from in after teaching discussions with my cooperating teacher.
Mary A.